Middle schoolers could keep track of assignments, due dates, and the length of time it would take to complete their assignments. They also were traveling to and from school on their own. Some of them were responsible for younger siblings as well.

In high school, the level of responsibility for students increases even more. Some students are juggling school and work. Some are caretakers for family members and may even have children of their own. High schoolers are also thinking about their next step — whether it’s to enter the workforce full-time, attend an institution of higher education, or a combination of the two.

As both a classroom teacher and an instructional coach, I’ve developed tips for supporting students in cultivating and developing their time management skills.

Learn your students’ why and invest them in committing to it

Part of adolescence is figuring out who you are and what is important to you. Here are some prompts to encourage students to reflect on why managing time is important to them:

• What will change when your time is effectively managed?
• What changes will others observe in you when your time is effectively managed?

Ask students to reflect on a time when they effectively managed their time.

• How did you do it?
• Describe the process.
• What was the result?
• How did you feel before, during, and after the process?
• What, if anything, is transferable from that experience?
• What did you learn about time management and about yourself throughout that process?

Also, consider brainstorming scenarios and examples with students so that the students who aren’t able to recall or articulate moments of well-managed time can begin to develop insight and experience.

Provide time to use a planner in class

Break work into manageable chunks when you can. Show students how to break their work into manageable chunks on their own. This is a great use of the gradual release method!

When I was a middle school homeroom teacher, I fashioned a section of the whiteboard to look like a page in my students’ planner. It was divided into their core subjects and also had an “other” section. We had 30 minutes of homeroom in the morning and thirty at the end of the day. 10 minutes during the morning homeroom was dedicated to students familiarizing themselves with what they had planned for the day; 10 minutes of the afternoon homeroom was dedicated to students updating their planners.

Additionally, I displayed a large calendar in the classroom with important dates such as assignment deadlines; midterm and finals weeks; showcases; science fairs; conferences; and assemblies.

Your goal as a teacher is to model and aid habit-building both visually and verbally with students. Prioritize practicing on a predictable, low-lift basis.

Engage the research about proven strategies

Encourage students to learn more about how others around them manage their time. This is a culturally responsive approach to time management since no one size fits all when it comes to students finding a method that works for them.

Also, introduce frameworks such as the Pomodoro technique, to engage in focused work. You can also gamify the Pomodoro technique. Here is a link to ideas on how to do so: FTW: 4 apps that make a game out of getting things done | PCWorld

You can also share the neuroscience of procrastination and deep work.

• Here is a great book to help teachers help their students: GTD for Teens – Getting Things Done®
• Here is a great resource for students from the National Honor Society:  Time Management | NHS

Partner with parents/guardians and colleagues

Along the lines of conducting research as aforementioned, consider how can parents and guardians can be partners in this effort to help students cultivate and improve their time management skills. They know their children best. Invite them to weigh in via survey or through a session. When possible, they can support the process of creating and holding students accountable to individualized plans.

Furthermore, partner with your colleagues. For example, perhaps your colleagues can offer a study hall period with a menu of options for students to not only study but to organize, reflect, make decisions, and plan ahead. Another idea is to norm as a grade team or content team on which methods you will incorporate into your classes to support students in building their time management skills.

Student-created accountability plans

Teach students how to create accountability systems–one of them being selecting an “accountabilibuddy.” This person should be someone of the student’s choosing since accountabilibuddies need to share a positive rapport. Here is an inspirational Twitter post to inspire you! Miss Ervey Class- Accountabilibuddies

Normalize asking for help

Unexpected things happen! De-emphasize perfectionism and feelings of shame when students mismanage their time. Instead, have students create backup plans. It can sound like “If ____, I will_____.” This allows students to lean into a growth mindset and stay on track after a setback. Empower students to ask one another for support, to ask a trusted adult, and to do their own research (there are plenty of books and websites with effective strategies and tools!).

After all, the word “management” is derived from the Latin word “manus”, which means “hand.” In this sense, managing something — in this case: time — means it’s in one’s hand to control. Empower students to believe that the way they handle their time is within their locus of control! The big picture is that developing and fine-tuning time management skills is a timeless endeavor and lifelong skill!

The post Culturally responsive time management strategies to empower middle/high school students appeared first on Truth For Teachers.

Students tend to return invigorated by joyful holiday celebrations. Likewise, you and your colleagues may feel refreshed, renewed, and ready to start the calendar year with positive energy.

You may also find that students have forgotten expectations, or gotten out of the habits for learning that they’d established. It may be tough for you to transition back into school mode, too.

Just as many adults create “New Year, New Me” plans, teachers can find exciting ways to begin the new year with students.

The ideas that follow are designed with middle and high school students in mind, but all of the suggestions can be adapted for younger students.

1. Creatively gather student feedback

It is important to share and receive feedback as teachers. We are interested in how well our students are connecting to and mastering content as well as how they are experiencing the learning environment and our instructional style.

Be sure to review last semester’s topics and give students time to review their notes before engaging in any feedback sessions! They will need that time to jog their memory and to offer helpful feedback.

One idea for soliciting quick yet meaningful feedback is the “3, 2, 1” method. You can use the following prompts to guide students through a reflection process:

• Share 3 skills and/or understandings you learned last semester
• Select 2 skills and/or understandings you will cultivate this semester
• Suggest 1 way we can improve our learning experience this semester

Have students answer these prompts via a survey such as a Google Form, or make it interactive by conducting a gallery walk with sticky notes. For collecting the suggestions, you can have students insert their ideas into a suggestion box (Remember those? And the pencil sharpeners attached to the walls?!)

Another creative idea is to swap classrooms with another teacher and conduct whole-class focus groups.  The role of the teacher is to facilitate dialogue and to give students independent work time to jot down any thoughts they wish to keep confidential or anonymous. At the end of the focus group session, the teacher will compile the students’ written responses as well as the conversation notes they took. They will then meet with the corresponding teacher to share the themes and takeaways that arose in each other’s class.

2. Create whole-class new year’s resolutions

Creating new year’s resolutions has gotten a bad reputation. However, creating goals and implementing an accountability measure to ensure completion are useful skills to have.

Model this for students by creating whole-class resolutions that everyone agrees and commits to! Be sure to have a way to check in on fidelity and progress. Celebrate moments of success and troubleshoot how to get back on track when necessary. Ensure that the why is clearly articulated so as to inspire student investment in the process of creating and achieving goals.

Resolutions should be feasible and collective. They should also allow students opportunities to help one another to meet the class goal. An unfair resolution would be for everyone to get to school on time every day. We know this is unlikely because things happen or because it may be out of a student’s control what time their family member drops them off. You don’t want a goal that can incite resentment or a blame game. One goal could be deep cleaning the classroom every Friday afternoon; another could be getting two straight lines in an orderly and timely manner after recess.

Resolutions are more likely to be achieved when there are visual reminders. In his best-selling book Atomic Habits: Tiny Changes, Remarkable Results, James Clear reveals that a key to building new habits is to make the task(s) obvious. So create a whole class vision board as a reminder of the commitment and the excitement around achieving collective goals!

3. Start a new class tradition

Ask students what they would suggest! Have some ideas to offer them as well. Be clear about what the purpose of the tradition will be. Is it to enhance connection and communication? Is it to build a culture of exploratory learning?

Some ideas for class traditions are:

• Class greetings
• Monthly classroom transformations (i.e. seating arrangements, bulletin board themes, classroom library options)
• Throwback Thursdays or Fun Fridays
• Class chants
• Birthday celebrations

4. Write “Letters to Self”

This is an excellent project to start an academic year but also a calendar year. Have students envision who they are becoming and have them write a letter and/or create a collection of meaningful images for their Future Self.

This is a great motivator to start the year afresh! You can then collect the letters and return them to the students at the end of the 2023 calendar year!

5. Plan a celebratory event

One idea is to host a potluck where you invite community members and family. Another idea is to have a Field day. We tend to host these events at the end of the year — but why not in the middle of the academic year?

Similar to field day, Getting to Know You (GTKY) activities tend to happen at a particular time of the year: the very beginning. However, humans are always evolving. How better to demonstrate that than to engage in GTKY activities, such as Bingo, at the start of the new year! This is especially great for students who had a tough start to the academic year behaviorally or who joined the class community after the start of the year.

6. Lean into gratitude

One idea is to write thank you cards to custodial staff or to family/community members. Another is for students to express gratitude to their former selves for helping them get to where they currently are. In the new year, we may think it is best to forget the past. However, our past led us to this moment and there are decisions or actions our students have made that positively impacted where they are now. Be sure to assure students that no action is too small to be thankful for!

However you and your school community decide to kick off the year, I’m wishing you all the best, lots of success, and continued progress!

The post 6 ways to welcome the new year with students after winter break appeared first on Truth For Teachers.

Some want to become less shy and more outgoing.

Others want to learn ways to navigate teaching while shy.

Usually, it’s a combination of the two.

I commend you for being a teacher–your own kind of teacher. It’s easy for someone to count themselves out of the profession because of shyness. You didn’t and that’s great.

We need diverse personalities and approaches to respond to and support our diverse students.

The difference between “shy” and “introvert”

People often use these terms interchangeably, and while there are some overlapping features, there is a difference between shyness and introversion.

First and foremost, introversion is a personality type while shyness is an emotion.

According to the Merriam-Webster dictionary, to be shy is to not be inclined to be forward. It implies a timid reserve and a shrinking from unfamiliarity.

On the other hand, to be introverted is to be a reserved or quiet person who tends to be introspective and enjoys spending time alone. It has been noted that introverts gain energy through solitude and quiet.

To further illustrate this distinction, let’s explore two teachers: Sam and Toni. Sam is a shy teacher. He is fearful of speaking up and being the center of attention. Toni is an introvert. She enjoys spending time alone and derives her energy from that alone time.

At first glance, Sam and Toni may show up in the same ways: quiet demeanors, very self-aware, and spending time alone or in small groups.

However, upon closer inspection, Sam is not always shy whereas Toni is always an introvert. Sam’s shyness is fueled by fear and discomfort whereas Toni is content and comfortable in her preferences.

How to thrive as an introverted teacher

Characteristics of a great teacher: myths and facts

When thinking about the traits of great teachers, I am reminded of the children’s show The Powerpuff Girls. The superheroines are born from “sugar, spice, and everything nice.” What are the ingredients of great teachers? Can shy teachers fit the bill?

4 myths about the traits of effective teachers

• They must be extroverted: Some extroverted people can be shy. So there is a chance that a shy teacher is extroverted when confident. However, being extroverted is not a prerequisite for being an excellent educator. After all, Albert Einstein was an introvert and an amazing college professor!
• They must be gregarious: While it is wonderful and crucial to build relationships as a teacher, it is unnecessary to be “on” at all times. Great teachers do not need to be friends with students, families, and colleagues; instead, they can be friendly and cordial. Furthermore, they do not need to go to every work and social event hosted by their school; instead teachers should strive to set and maintain boundaries to feel both a sense of belonging within the school community without feeling overwhelmed and pressured.
• They must be talkative: Teachers certainly talk a lot but we don’t need to be talkative! We should be intentional about what we are saying and how much we are saying. An economy of language that is clear and consistent is most important when teaching!
• They must be completely independent: Everyone will need support and guidance throughout their career. This is especially true in the teaching profession where we strive to meet the diverse needs of our students and their families. We need to stay current on the skills and knowledge we need to foster our students’ success. This is only possible when we acknowledge that we don’t know it all, can’t do it all, and are open to support!

4 facts about the traits of effective teachers

• They must be strong communicators: As Socrates said, “Education is the kindling of a flame, not the filling of a vessel.” In order to ignite students, teachers must be engaging and they must listen well to their students, their colleagues, the school community, the wider world, and to themselves. It takes constant reflection and deep self-awareness to become a masterful, effective communicator.
• They must be good collaborators: Great teachers collaborate with others. They understand that to operate in a silo is to miss out on opportunities to share, adapt, and adopt best practices for their students. Great teachers also cultivate a deep knowledge and passion for their subject matter. They are lifelong learners and are adaptable.
• They must embody core values: Great teachers embody values that are instrumental in building community and connection. They are warm, enthusiastic, compassionate, patient, and empathetic. This makes them approachable and accessible. After all, educator Rita Pierson is right when she says students don’t learn from people they don’t like!
• They must be emotionally regulated: Great teachers recognize and manage their stress. They possess strong organizational skills and coping techniques to help them effectively navigate challenges. They cultivate and maintain their resilience and support ecosystem on an ongoing basis so as not to burn out.

Why are you shy? What can you do about it?

As mentioned, shyness is an emotion, and emotions are mutable. Therefore, there are ways to become less shy.

Here are some questions from licensed psychotherapist Wendy Leeds to consider along your path towards increased confidence:

• How have I successfully dealt with fear-based situations like this in the past?
• Who might be able to help me handle my anxiety?
• What new information could help me deal with my fearful thoughts?
• What’s one small step I can take right now to feel better?
• How can I tell the story about this fear differently?
• What’s the best possible outcome I can imagine?
• What would my life look like, if I could move past this fear and focus on positive possibilities? Is there a role model I can learn from and emulate?

Ultimately, some introverts are shy but not all shy people are introverts. An extroverted person can be shy in particular situations.

If you are a shy person, you can certainly be an amazing teacher! Perhaps this realization (along with the information included in this article) is the boost you need to become the best version of yourself for your students.

The post Thriving as a shy or timid teacher: you don’t have to be gregarious to be good! appeared first on Truth For Teachers.

It debuted on December 7, 2021 and took the world by storm! It stars an amazing cast that includes Sheryl Lee Ralph and Tyler James Williams; it’s highly rated on Rotten Tomatoes; and according to ABC, it has the “largest percentage growth for any new comedy premiere.”

After watching the entire season twice, I’d love to share 8 great things about Abbott Elementary.

Warning: There are spoilers in this review! If you’ve already watched the show or if you’re okay with some spoilers, let’s dig in!

#1: Its creator, Quinta Brunson

Abbott Elementary was created by and stars Philly-native Quinta Brunson. Brunson is an actress, comedian, writer, and producer. You may have seen her on BuzzFeed Video or HBO’s A Black Lady Sketch Show. She even made the 2022 Time 100 list!

Inspired by her mother Norma Jean Brunson, Brunson created an awesome show about the trials, tribulations, and triumphs of teaching. In an interview with Vogue magazine, Brunson shares, “It was just a world that I knew so well, like the back of my hand…[H]aving this real in-depth experience with my mom being a teacher for most of my life really helped me see the world.” The show is named after her middle school teacher Ms. Abbott, who also deeply impacted Brunson’s life.

#2: Relatable characters 

“We are administrators, we are social workers, we are therapists, we are second parents.” 

Abbot Elementary follows the experiences of teachers and school staff. As an educator, I was able to see myself and my colleagues in the diverse set of characters!

Janine Teagues is a second-year second-grade teacher in the community in which she was raised. She is passionate and idealistic — sometimes to a fault! On the other hand, the very composed Barbara Howard has been teaching for two decades. Classroom management is one of her strong suits — her voice and presence command the space! In introducing herself, she shares, “I do my work, I go home. I get my nails done every week and I love teaching.” That said, Barbara is not without her faults! She admits her insecurities with feeling old amongst young teachers and new pedagogical methods.

Melissa Schemmenti, another veteran teacher, is a “South Philly type” who has a tough exterior but is honest, resourceful, perceptive, and supportive. Jacob Hill is a white queer man and a second-year teacher like Janine. He’s corny and sometimes problematic but he’s also well-meaning and lovable. Long-term substitute teacher Greg Eddie has a dry demeanor yet is thoughtful, qualified, and open to learning.

On the other end of the competence spectrum, Principal Ava Coleman is self-involved, delusional, and erratic. There are a few moments when she supports her staff, the students, and even her own family members. However, she is largely a comedic relief!

Each character may be a little stereotypical but not to a point of unrelatability. We can even see ourselves in wise yet hilarious custodian Mr. Johnson and Janine’s slacker/rapper boyfriend Tariq! This was Brunson’s intention. In an IndieWire interview, she shares, “We get silly, but the humor really grows from these grounded situations and the minutiae of everyday life for these teachers. We wanted to make it feel like people who have everyday jobs can relate to these characters.”

#3: Balanced portrayal of teaching in urban, under-resourced schools

“But money would still be nice though…”

Abbott Elementary’s student body accurately depicts Philadelphia’s student body. Over ¾ of students identify as Black and/or Latinx.100% of the public school population (excluding charter school students) are identified as economically disadvantaged. Abbott Elementary also does a good job depicting staff demographics in Philadelphia schools. As of October 2021, 65% of teachers in the School District of Philadelphia (SDP) identify as White while about 35% identified as Black, Indigenous, and People of Color (BIPOC).

In real life, the SDP reported billions of dollars in funding. However, Abbott Elementary spotlights the contrast between raggedy, outdated textbooks in the classrooms and the multimillion-dollar stadium renovation!

The show also highlights issues with teacher retention in underfunded, majority-minority public schools. Jacob and Janine are the 2 of 3 teachers left in a cohort of 20 new teachers. Barbara critically points out there’s “more turnover than a bakery!” That said, the teachers and staff support one another and their students in the best ways that they can. As Ava passionately stated at a school board meeting, “The teachers that work here are some of the most dedicated, hardworking, and creative in this entire city. We’ve been taking appetizer money and giving these kids a charcuterie experience!”

#4: Positively centers Black educators

“We make do”

Most shows about teachers are caricatures and/or have white leads, such as AP Bio, Mr. Corman, or Bad Teacher.

According to data released by Research For Action (RFA), more than half of Pennsylvania’s teachers of color are employed in Philadelphia County’s district and charter schools. That said, there are nearly 1,200 fewer Black teachers in Philadelphia public schools (district and charter combined) than there were 20 years ago.

The show’s protagonist Janine is not perfect and is still working on herself. Yet her passion and dedication to her students are obvious and unmatched. She was raised in Philly, attended public schools, and graduated from the University of Pennsylvania. Janine — as well as Barabra and Greg — demonstrate why it’s important to hire teachers of color, especially from the communities of which the students are apart.

#5: Demonstrates the power of mentorship

“Teamwork, motivation, innovation, excel, achieve” 

Mentorship is the backbone of an educator’s development. The entire season is filled with memorable and impact moments of mentorship. For example, Jacob teaches his students about unions in South Philly with help of Melissa and Greg seeks out Mr. Johnson’s company and wisdom.

One poignant moment of mentorship occurs between Barbara and Greg. When Greg is tasked to have a challenging conversation with a parent, Barbara successfully coaches him through the process! Janine says she’s open to mentorship but is a bit more reluctant to take advice that challenges her belief system.

For instance, Barbara, Mr. Johnson, Melissa, and Greg all advise Janine to leave the school’s electrical issues alone. It’s not within her locus of control and it’s beyond her current skill set to fix it! However, Janine continues to meddle with the infrastructure. Meanwhile, she neglects caring for herself, which is something she can control. She’s not eating breakfast or lunch and she is choosing to date a man who isn’t contributing to their relationship.

How many of us have been there–or may be there right now? I know I have! Luckily, she realizes she hasn’t been taking ownership of these things and starts to make changes.

#6: Storylines that center the kids 

“If we burn out, who’s here for these kids?”

The Implications and Complications of Gifted and Talented Programs

The episode about gifted and talented programs was a pleasant surprise. It was filled with instances of culturally responsive teaching, project-based learning, and experiential learning.

As teachers, we understand that all kids are intelligent in their own ways. So how can we move away from traditional ways of assigning “giftedness”? That’s a problem explored in Abbott Elementary. As Greg eloquently states, “There’s more than one way to be gifted.” In this episode, we see Greg open up about his childhood and teach Janine about multiple intelligences. Ultimately, the new teachers — Jacob, Janine, and Greg — all work together to create differentiated learning experiences to engage all students of varying intelligences. I love how the episode started with a girl who struggled to solve math problems and ended with a discovery of her love of animals!

The Problem with Teaching to a Test

Another moment in which students are centered is when Greg learns from Barbara and Melissa how to make teaching fun and engaging instead of “teaching to a test.” Barbara powerfully states, “If one child fails, it’s on the child. But if all the children fail, it’s on their teacher.” Greg’s immediate response is “If there’s something I’m doing wrong or if it can be improved upon, I’m more than happy to take some pointers.” He is so receptive to feedback; it’s admirable and brave–especially for a young teacher. If more teachers created strong rapports and were then open to giving and receiving feedback like Barbara and Greg, how might that transform the schoolhouse?

#7: It’s a mockumentary

This is a mockumentary like The Office and Modern Family. Brunson knew that she wanted Abbott Elementary to take this form from the moment she conceived the idea. I’m thankful for this decision because the close-ups of horrified faces and bewildered faces are golden!

This style also highlights the many moments of absurdity throughout the show, such as teachers leaving their classrooms unsupervised; Ava’s highly inappropriate comments towards Greg; Ava blackmailing a superintendent for a principalship; and my all-time favorite: Tariq’s F.A.D.E performance (shoutout to Mr. Johnson breaking it down in the back!) I love that the absurdity is just the right amount–not too much to make it unrelatable but just enough to make it hilarious.

On a more serious note, this style of filming makes the audience feel closer to the teachers and students; we need more of that empathy — especially in today’s polarized and painful environments.

#8: Emphasizes the lessons teachers learn 

“…Tried and true methods over whatever the latest doohickey is!” 

One lesson that resonated with me because it’s one I wish I learned sooner is the importance of healing and mental health. It’s nearly impossible to show up as your best self for students if you are not in a good place yourself. In the show, Janine’s childhood traumas showed up in the schoolhouse when she made assumptions about a parent instead of thoughtfully engaging with the parent.

Another powerful lesson comes from Barbara’s experiences. Her storyline shows that It doesn’t matter how long you’ve been teaching — you always have room to grow and learn. Barbara learned that it’s important to come out of your comfort zone and try something new for the good of your students. It turned out that coming out of her comfort zone was good not only for the kids but also for herself and for her relationships with her colleagues! One example is when Jacob invites her to plant a school vegetable garden with him. Her initial response was, “Stuff like that won’t work here!” but she ends up bonding with Jacob while doing something beneficial for their students.

Throughout this article, I’ve included some of the best quotes from this season of Abbott Elementary. Here are 5 more:

• “We care so much, we refuse to burn out. If we burn out, who’s here for these kids? That’s why you gotta take care of yourself!”
• “They say the first year of teaching is the hardest. But what about the second year?”
• “Say what you need to get what you want”
• “Dreams can be a distraction as easily as it can be a goal.”
• “Our real heroes are our teachers. They don’t have cool powers like spiderman or invisible cars like wonder woman. Some of them can’t afford cars. But they still are our heroes.”

Next Season?

Season 2 of Abbott Elementary will air beginning September 21, 2022! Here are some of my hopes for the next academic year at our favorite Philly school!

• I’m ready for the love interest between Janine and Greg to finally take off!
• Ava should be the social media manager or event coordinator for Abbott Elementary while Barbara becomes principal! I’d also love to see Mr. Johnson become a teacher!
• I’m hoping for more diversity in the teaching staff. In particular, I’d love to see a great teacher of Asian or Pacific Islander descent.
• Everyone grows by the end of the season–especially Greg. I would love to see more growth for Melissa in the next season!
• Ultimately, I can’t wait to see our favorite teachers work outside of the system to transform the system and support one another throughout it all!

Have you watched Abbott Elementary yet? What are your thoughts?

The post 8 things we LOVE as teachers about the Abbott Elementary series appeared first on Truth For Teachers.

Uplifting moments remind us why we chose to become educators while challenging ones may cause us to forget.

As a teacher, I often found myself feeling bothered by difficult circumstances. Of course, this is expected and not problematic.

However, I noticed that both my teaching practice and my ability to support others waned when I was unable to return to a state of emotional equilibrium. As an instructional coach and a life coach, I hear many educators wondering the same things I did:

“How can I not take student misbehavior personally?”

“How do I navigate sudden changes in the schedule without stressing out?” 

“How do I keep from feeling highly defensive when I get an email from an upset parent?”

In addition to daily triggers, teachers also worry about institutional and societal issues. After all, the teaching profession is embedded in larger systems fraught with inequities, mismanagement, and competing ideologies. It is no wonder that nearly one-third of American teachers are considering leaving their current position or the profession altogether within the next five years— with stress being one of the most cited factors.

So, what is a teacher to do when they find themselves festering in unsettling circumstances?

I’ve witnessed many educators act from a place of anxiety and worry, or cope through numbing and checking out. These are common options — but they are not the only ones!

I propose there is another way — a middle way— to skillfully manage ourselves and our circumstances.

A middle way between anxiety and mentally checking out

Imagine you are being observed by visitors from the district.

During the lesson, a student throws a tantrum. Frantically, you try to calm the student down but the strategies you are using are not working. In the midst of this moment, several other students lose interest in the lesson and become off task! After the lesson, you check your email and find one from your principal entitled “We Need to Talk!” and another from a parent entitled “Why Did My Child Fail the Last Assessment?!” The icing on the cake actualizes when you rush to the teacher workroom to make last minute copies and realize all the printers are down!

How might you feel in this situation? Perhaps annoyed, frustrated, panicked, or overwhelmed.

How might you respond to these feelings? You might lose your temper and snap at your students and colleagues. You might check out and apply minimal effort for the rest of the day — or week. You might vent to anyone who will listen, and go on and on about how horrible teaching can be.

Or you can navigate this series of events with a sense of calm, collectivity, composure, and a clear head.

If the last option spoke to your soul, I want to introduce you to the middle way: teaching with equanimity.

Qualities of equanimous teachers

Equanimity is transformational. It is a state of “mental calmness, composure, and evenness of temper, especially in a difficult situation” (Oxford Languages).

According to a recent study of the benefits of cultivating equanimity, this state of being “widen[s] our perspective on experience,” increases our capacity to “more readily engage incoming sensory information, and more efficiently disengage…emotional-reactive behaviors when appropriate.”

It is easy to get swept away in a torrent of negative feelings. After all, teachers are human just like everyone else! However, we can rewire ourselves to act with intentionality.

Equanimity allows teachers to pause, process feelings, and respond to one’s circumstances skillfully.

The benefits of teaching with equanimity positively impact everyone else in the teacher’s life

Through its positive impact on the practitioner, teaching with equanimity will benefit:

• • Students: Equanimous teachers foster a sense of safety. They behave in ways that are predictable instead of pendulating between extremes. Students will know what to expect and can trust that their teacher is making sound decisions. Furthermore, these sorts of teachers serve as role models to students since they are examples of what self-regulation during challenging times can look like.
  • Colleagues: Teachers who are highly reactive typically have two main experiences. One is that they may become disconnected from their more composed colleagues. This can become a barrier in creating community and fostering a collaborative environment. The other experience is that highly reactive teachers tend to form their own community based on shared commiseration. While it’s wonderful to feel understood by and connected to others, imagine how much more meaningful support and change teachers can generate from a place of calm and level headedness? Equanimous teachers are leaders. They are reliable, able to see bigger pictures, and able to imagine a wide range of possibilities.
  • Loved Ones: It can feel good to return home and decompress. We all deserve to vent a little and share the good, the bad, and the ugly. But what if we constantly share more of the bad and ugly than the good? Exercising equanimity allows teachers to be fully present for their loved ones. Even-keeled teachers are able to discuss their work in a balanced manner, and then pivot to other topics of interest!
  • Systems:  The movement towards educational equity is a long game. Acting with equanimity makes the movement sustainable. Equity leaders who are emotionally well-balanced are self-aware, better listeners, more productive, and happier. This mitigates burnout and strengthens one’s capacity to create systems changes over time.

Equanimity versus indifference

There are several misconceptions around equanimity. Some believe that it means one is stoic or that they are apathetic and uncaring.

However, I believe that the biggest difference is that equanimous people are mentally present whereas indifferent people are not mentally present.

As meditation teacher and scholar Jack Kornfield puts it,

“True equanimity is not a withdrawal; it is a balanced engagement with all aspects of life. It is opening to the whole of life with composure and ease of mind, accepting the beautiful and terrifying nature of all things. Equanimity embraces the loved and the unloved, the agreeable and the disagreeable, the pleasure and pain. It eliminates clinging and aversion.”

My high school English teacher Ms. Polan is a great example of teaching with equanimity. I remember days when several of my classmates did not complete assigned readings. Ms. Polan would take a deep breath, calmly state the consequence and the next step, and then move on.

The best part about Ms. Polan was that every day was genuinely a new day. She never lost her temper and she never held our mistakes against us. She cared deeply about her students, her lessons, mental health, and academic growth.

Never once did I think she was indifferent or uncaring; on the contrary, I could feel how much she valued us. Her warmth and even temper earned my admiration and respect when I was a student and certainly now that I’m an educator.

5 ways to cultivate equanimity in your own teaching practice

Some teachers are either naturally unbothered or have trained themselves to be less invested in a notion of how things “should be.” They’re able to “go with the flow” when something unpleasant happens or plans change. What’s their secret? What habits can teachers cultivate to become more equanimous?

First and foremost, equanimity cannot be forced. Rather, it is fostered. It is akin to building and maintaining muscle: it takes a lot of heavy lifting on your part and consistent exercise over time!

Here are some best practices for cultivating your own state of equanimity:

#1 Engage in contemplative practices

Practicing mindfulness allows you to respond skillfully in the moment, so that you are not regretting your choices later. The idea of “let be and let go” allows us to move through challenges with grace and compassion. Understanding and accepting impermanence —a feature of mindfulness meditation —lessens our inclinations to resist what is.

For example, if a student is misbehaving, recognize that this moment is temporary. Instead of wishing the child wasn’t behaving a particular way, you can accept that she is. Acceptance allows you to assess the situation as it truly is, handle it skillfully, and create a plan for preventing and handling future outbursts. Furthermore, your even temper during a child’s tantrum will calm the student down. A rise from you will invigorate the fire.

Practicing mindfulness and cultivating equanimity also benefit relationship building. In this example, once the student is calm, you two can reflect on what happened in that moment. The student’s perspective is data you can use to create behavioral plans and next steps. If you are in your head or reacting rashly, you will miss insights and opportunities to meet your students’ needs.

#2 Create protocols

The prefrontal cortex is the seat of executive functioning, which includes our ability to think rationally and to plan ahead. When we are emotionally triggered, the more primitive parts of our brain take over — making it a challenge to access our prefrontal cortex!

This is why it is crucial to have a plan ahead of time for when the going gets tough. Your plan may sound like, “When X happens, I will do Y.”

Let’s say your co-teacher has a habit of teaching beyond their allotted time — and into yours! This situation might be frustrating for you and may trigger strong emotional reactions. Without a plan, you may resort to an unskillful reaction such as being passive-aggressive, arguing after class, or abruptly cutting them off in front of your students.

However, if you create a protocol ahead of time, you can put it into action during a moment of distress!

For example, you can give your partner a silent signal that you two agreed on (like a thumbs up or a Post-It note in her hand) when she has five minutes left to wrap up her lesson. This prevents a spike in negative emotions not only for you but also for your co-teacher!

Furthermore, the class gets to witness how well their teachers communicate and work together. Overall, it’s a win-win when you plan ahead for predictable sticky situations!

#3 Develop an advocacy plan 

If you are concerned about institutional or district policies, create a plan to address them. You could:

• Attend town halls and board meetings,
• Talk to your union,
• Build a coalition of like-minded activists,
• Write a “Letter to the Editor” for a local publication, and/or
• Join a community-based organization that advocates for changes about which you are passionate

Knowing that you are on a path to something better is comforting and can shift your perspective away from catastrophizing!

#4 Identify role models and mentors

Earlier, I shared my admiration for Ms. Polan, my equanimous high school teacher! I certainly consider her a role model and a mentor.

Another role model of mine is Shirley Chisholm, the first Black congresswoman and the first woman and African American to seek a major political party’s nomination for president. Like her, I aspire to stand up for what I believe in and not buckle under the weight of the inevitable challenges that arise. When I watch footage of her fielding criticism in front of live audiences, I am struck by her ability to remain calm enough to respond eloquently and effectively.

I encourage you to reflect on the following questions:

• Who are your role models?
• In what ways do they show up with equanimity?
• What results are they able to produce by being calm and collected?

When you consider mentors, you may identify some who are teachers and some who are not. What matters is that you seek those from whom you can learn and to whom you can talk.

Furthermore, it is powerful to identify non-role models; they can help you determine what qualities you are consciously abstaining from, such as yelling at others, or allowing your frustrations and fears to fester within.

#5 Have accountability buddies

Identify at least two people who can keep you on track. I recommend having someone who is a fellow educator and someone who is not.

Both are important for different reasons: a fellow educator has an intimate understanding of your role and realities as a teacher while an external person has a neutral point of view and can help you discover new perspectives.

All in all, accountability buddies should listen to you, help you process your emotions, brainstorm productive ways forward, and cheer you on as you transform into a more equanimous version of yourself!

You’ve got this!

Remember: teaching with equanimity is not about checking out or caring less. It is quite the opposite: it emphasizes how much you care. This way of being allows you to expand your perspective and respond skillfully rather than react irrationally. You can see a bigger picture and imagine more possibilities.

Once cultivated, you may still struggle to be equanimous at times. That is okay! It’s not easy and it can be a huge lifestyle change! Just remember you can always get back on the bike after falling off.

You can always begin again!

References

Understanding how COVID-19 has Changed Teachers’ Chances of Remaining in the Classroom

Stress Topped the Reasons Why Public School Teachers Quit, Even Before COVID-19

Moving beyond Mindfulness: Defining Equanimity as an Outcome Measure in Meditation and Contemplative Research

Equanimity vs Indifference

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